畫線和做註記是常見的閱讀技巧。但這些閱讀技巧卻有一些不足之處，”容易”是畫線這個閱讀技巧的第一個缺點。因為容易，留下的印象就不深，導致學生們可能畫過之後便忘記了自己畫的內容。缺乏架構和統整性，是畫線和做註記的第二個缺點。書的內文是對相應的大標題做解釋或說明，因此，內文和標題的連結是緊密的，但使用者畫線或做註記的內容是片段的。這樣的內容和標題的關係就不明顯，因此當讀者複習時若只閱讀畫線或做註記的內容仍然會是一頭霧水。當複習時，學生就必須要一頁頁的去翻找分散在書中畫線的內容和筆記，這是一個不方便且沒有系統的複習方式。
學習也不只是在書本中，在網路上查找資料及閱讀資料是學生求學時必須的具備的學習方法。在超連結的環境找尋需要的資訊時，往往需要閱讀多個和主題相關的網頁，再將閱讀過的內容吸收組織後成為自己的知識。但因為超連結沒有實體書上明確的空間線索，導致讀者不知道自己閱讀到哪個位置以及如何找到所需的資訊而產生迷失問題。重複拜訪（revisit）看過的資訊在學習時是很常見到的動作，因此找資料成效的好壞，會影響到複習的成果。
綜合以上所述，在混合式的超連結環境下，我們設計了結合畫線和做註記的閱讀技巧，並且讓讀者以畫線和做註記的內容為基礎依照自己的知識架構為基礎建立屬於自己的階層式筆記，並能夠藉由點擊筆記中的節點在超連結架構中換頁。因此，我們設計了一個實驗，藉由測驗讀者的學習成效和找資料表現來衡量這樣的設計是否能夠幫助學習。

Annotation is an important skill in spite of its some drawbacks. The first drawback is simpleness that the reader would not have deep impression about highlight text. The second is dispersion. When reviewing, knowing how to find necessary information from a book or an article is important. If students want to review, they have to flip through each page to find needed information, and this way is inefficient and wastes time. Learning activity occurs not only from a book but also from the Internet reading. In hyperlink condition, many users experience disorientation problem. Due to the drawbacks (simpleness and dispersion) of annotation and disorientation problem encountered in hyperlink condition, we design the e-book system with the function of constructing a hierarchical map with annotation, hoping to promote the performance of learning and enhance navigation performance in hyperlink condition. Therefore, we design an experiment to investigate the effect of our system.

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